• Title/Summary/Keyword: learner-centered mathematical instruction

Search Result 14, Processing Time 0.018 seconds

Effects of Mathematical Instructions Based on Constructivism on Learners' Reasoning Ability - With Focus on the Area of Multiplication for 2nd Graders - (구성주의 수학 수업이 추론능력에 미치는 영향 - 초등학교 2학년 곱셈을 중심으로 -)

  • Jung, Hyunsil;Kim, Jinho
    • Journal of the Korean School Mathematics Society
    • /
    • v.16 no.1
    • /
    • pp.31-61
    • /
    • 2013
  • The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

  • PDF

The Effects of Leaner-Centered Mathematical Instructions on Students' Reasoning Ability and Achievement (학습자 중심 수학 수업이 학생의 추론 능력과 학업성취도에 미치는 영향: 초등학교 4학년 분수 및 다각형 단원을 중심으로)

  • Cha, So-Jeong;Kim, Jinho
    • Education of Primary School Mathematics
    • /
    • v.24 no.1
    • /
    • pp.43-69
    • /
    • 2021
  • The purpose of this study is to confirm the influences of learner-centered instruction on learners' achievement and reason ability. In order to accomplish them, the fraction unit and the polygonal unit in the fourth grade were implemented with teaching methods and materials suitable for learner-centered mathematics instruction. Some conclusions could be drawn from the results as follows: First, learner-centered mathematics instruction has a more positive effect on learning of learned knowledge and generating unlearned knowledge in the experimental period than teacher-centered instructions. Second, learner-centered instruction makes an influence of low learning ability on getting achievement positively. Third, as the experimental treatment is repeated, learner-centered instruction has a positive effect on students' reasoning ability. The reasoning ability of students showed a difference in the comparison between the experimental group and the comparative group, and within the experimental group, there was a positive effect of the extension of the positive reasoning ability. Fourth, it can be estimated that the development of students' reasoning ability interchangeably affected their generation test results.

On Some Characteristics of Instructional Materials for Learner-Centered Mathematics Instruction (학습자 중심 수학 수업을 위한 수업자료의 몇 가지 특징)

  • Kim, Jinho
    • Education of Primary School Mathematics
    • /
    • v.15 no.3
    • /
    • pp.189-199
    • /
    • 2012
  • In reality, learner-centered instruction's real worth has not been exposed when implementing instructions using elementary mathematics textbooks developed for the execution of learner-centered instruction, since the 7th national curriculum were revised in 1997. Therefore, some characteristics have been looked into appropriate for fulfill it. It would be expected that instructional materials are developed which is reflected on the characteristics in revising next national curriculum and developing elementary mathematics textbook.

1st Graders' Achievements Who have Experienced Learning and Teaching Practices in Learner-Centered Classroom during First School Year (학습자 중심 수학 수업을 1년간 받은 1학년 학생들의 학업 성취도)

  • Kim, Jin-Ho
    • Journal of Elementary Mathematics Education in Korea
    • /
    • v.11 no.1
    • /
    • pp.23-42
    • /
    • 2007
  • Learners who have taken learner-centered instruction is expected to construct conceptually mathematical knowledge which is. If so, they can have some ability to solve problems they are confronted with in the first time. To know this, First graders who have been in learner-centered instruction during 1 school year was given 7+52+186 which usually appears in the national curriculum for 3rd grade. According to the results, most of them have constructed the logic necessary to solve the given problem to them, and actually solve it. From this, it can be concluded that first, even though learners are 1st graders they can construct mathematical knowledge abstractly, second, they can apply it to the new problem, and third consequently they can got a good score in a achievement test.

  • PDF

Effects of Math Lessons Based on Constructivism Ideas on Learners' Achievements - With Focus on The Area of Fractions for 4th Graders - (구성주의에 바탕을 둔 학습자 중심 수업을 받은 학생들의 학업성취도 - 초등학교 4학년 분수 영역을 중심으로 -)

  • Kim, Tae-Hyang;Kim, Jin-Ho
    • Education of Primary School Mathematics
    • /
    • v.13 no.2
    • /
    • pp.67-84
    • /
    • 2010
  • The purpose of the research is to assure the effect of learner-centered instruction driven from the constructivism. The school in participation of the research is one of them called "achievement increase intensive school". Quasi-experimental design is applied for the research. Some conclusions were drawn from the research. Experimental group' achievements of both "learned contents" and "none learned contents" were more superior than ones gained from comparative group with statistically significant difference. The results implied that learner-centered instruction is effective for students who have low achievements from standards tests.

Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy and class engagement: Multi-group analysis based on achievement level (중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향: 성취수준에 따른 다집단 분석)

  • Song, Hyo Seob;Jung, Hee Sun
    • The Mathematical Education
    • /
    • v.60 no.4
    • /
    • pp.493-508
    • /
    • 2021
  • This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

On Student's Immersion in Learner-Centered Instruction (학습자 중심 수업과 학생들의 수업에의 몰입에 관한 소고)

  • Kim, Jin-Ho
    • Communications of Mathematical Education
    • /
    • v.22 no.1
    • /
    • pp.41-52
    • /
    • 2008
  • In this paper, some factors such as the perspective of children, instructional materials(especially activities in textbooks for elementary school mathematics), and teacher's questioning styles are discussed as ones influenced on students' immersion in leaner-centered instruction. This discussion is based on the author's two implementations of the kind of two instructions. About the first theme, constructivists assert that even children who are in elementary school can have reflective abstracting ability. Teachers' asking questions with the belief differ from ones with traditional perspective of children, which is relevant the third factor. They value and respect learners' thinking outcomes, even though they are not sometimes wrong and have errors. Also, they have them opportunities to think different from others and to ask how they get their answers. To do these, they frequently ask open-ended questions, not closed. All of them is possible through the activities provided in textbooks. Some characteristics which can prompt such teacher's questions using activities in elementary mathematics textbooks are discussed.

  • PDF

Open mathematics education and Modelling (열린수학과 모델링)

  • 조완영;권성룡
    • Journal of Educational Research in Mathematics
    • /
    • v.8 no.2
    • /
    • pp.663-677
    • /
    • 1998
  • The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.

  • PDF

The Effect on the Mathematical Creativity and Disposition by the Open-ended Learning Activity Approach (개방형 학습활동이 수학적 창의력 및 수학적 성향에 미치는 효과)

  • Beak, Jong-Suk;Ryu, Sung-Rim
    • The Mathematical Education
    • /
    • v.47 no.2
    • /
    • pp.135-154
    • /
    • 2008
  • The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

  • PDF

Effect of Mathematics Instruction Based on Constructivism on Learners' Knowledge Generation Level and Reasoning Ability - Focusing on 4th Grade Fraction (구성주의를 반영한 수학 수업이 학생의 지식 생성 수준 및 추론능력에 미치는 영향 - 초등학교 4학년 분수를 중심으로 -)

  • Lee, Eungsuk;Kim, Jinho
    • Education of Primary School Mathematics
    • /
    • v.19 no.1
    • /
    • pp.79-112
    • /
    • 2016
  • The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.